A Brief Questionnaire for Assessing School Adaptation Based on Structured Teacher Observation: Factor Structure, Reliability, and Validity

Abstract

Introduction. In contemporary Russian education, the lack of reliable and valid tools for assessing school adaptation is becoming critically evident. Existing methods either have not undergone comprehensive psychometric validation or been developed within different cultural and educational contexts. The aim of this study is to verify the psychometric properties of the final version of the Brief Questionnaire for Assessing School Adaptation.Materials and Methods. The study involved 1,166 students, 224 parents, and 126 primary school teachers. The children’s age ranged from 6.5 to 8.4 years (M = 7.34, SD = 0.37); 51% were girls. The development of the instrument proceeded in several stages: initial selection of items based on a previously identified theoretical model; a series of interviews with primary school teachers and collection of expert opinions; pilot testing; and final psychometric validation. The main data collection from teachers was conducted online; parents completed paper forms. Data from the children were obtained through individual interviews.Results. The final version, comprising 16 paired statements, describes opposite manifestations in the child’s behavior and emotional responses, which enhances the accuracy of the assessments. Exploratory and confirmatory factor analyses confirmed a four‑factor structure, including the following scales: engagement in the learning process, normative behavior, severity of stress symptoms, and interaction with peers. All scales demonstrated high reliability and validity, supported by significant correlations among themselves and with external criteria such as the level of perceived stress based on children’s self‑reports. Comparative analysis revealed that girls tend to exhibit both more pronounced stress and greater engagement in the learning process, normative behavior, positive relationships with peers, and, overall, more successful general adaptation.Conclusion. For the first time in a domestic sample, a comprehensive diagnostic method for assessing children’s adaptation to schooling has been developed; it allows for the evaluation of both behavioral and emotional aspects. The obtained results support recommending the Brief Questionnaire for Assessing School Adaptation for research and practical use to identify risks of maladaptation and to provide targeted psychological and pedagogical support to students.